Chapter 2
THE SYNTAX AND SEMANTICS OF DETRANSITIVE VERBS
THE PREPOSITIONAL DATIVE CONSTRUCTION AND THE DOUBLE OBJECT CONSTRUCTION

0.1. Introduction

The de-transitive verbs we are concerned with in this chapter are verbs of the type give, send, promise, bring, etc., which take two internal objects realized either as a DP ^ PP sequence or as a DP ^ DP sequence:

(1)a. Sue gave a book to Bill
b. Sue gave Bill a book

The construction illustrated in (1a) is called the to-dative construction or the prepositional dative construction of de-transitive verbs, and the one in (1b) is called the double object construction (DOC). Thus, verbs of the type give and its like can occur in two subcategorization frames:

The pair illustrated in (2) embodies what linguists call the ‘dative alternation’ or the ‘dative shift’. These terms specifically refer to the alternation in the IO structural position and to its categorial status: whether it is a PP (to Bill as in 1a-2a) or a DP (Bill as in 1b-2b). In (1a), the argument that is adjacent to the verb is assigned the theta-role Theme and it bears accusative Case; the argument introduced by the preposition to is assigned the theta-role Goal (Larson, 1988) and it bears oblique Case.

(3)Sue gave [a book] [to Bill]

Theme Goal

In (1b), the verb give takes the same number of internal arguments but his time both are DPs, and both have accusative Case. In term of theta-roles, a book still bears the Theme role while Bill bears what Pesetsky (1995) calls the Goal-Possessor theta-role:

(4)Sue gave [Bill] [a book] Goal-Poss Theme

For the full range of verbs that enter the to-dative construction and the double object construction, with notable exceptions and restrictions, see section (2.0) below. Other de-transitive verbs, such as cook, play, buy, find, etc., take a for ^ DP as IO; these verbs bestow a Benefactive/Recipient interpretation to the IO, and participate in the dative alternation. These constructions are often referred to as the Benefactive alternation:

(5) a. Mary played a sonata for her friendsb. Mary played her friends a sonata

It follows that verbs of the type play and its like, just like verbs of the type give and its like, can occur in the same two subcategorization frames:

The theta-roles of the two internal arguments of benefactive de-transitive verbs are similar to those of the to-dative/DOC verbs with the minor variation of the Goal-Recipient (Pesetsky, 1995) or Benefactive theta-role assigned to the IO:

(7)a. Mary played [a sonata] [for her friends]
Theme Ben

b. Mary played [her friends] [a sonata]
Goal-Recip Theme

The Benefactive alternation has been subsumed under the Dative alternation since, syntactically, both classes of verbs behave in the same way. For the full range of verbs that enter the for-dative construction and the double object construction, with notable exceptions and restrictions, see section (3.0) below. However, some de-transitive verbs do not necessarily project both of their internal arguments: one of them or even both can be missing. Consider the examples below taken from Pesetsky (1995):

(8)a. The teacher assigned the students the homework
b.The teacher assigned the homework to the students
c.The teacher assigned the homework
d.*The teacher assigned the students
(9)a. Bill taught the students French
b.Bill taught French to the students
c.Bill taught the students
d.Bill taught French
e.Bill taught (at Harvard)
(10)a. Sue wrote Mary a letter
b.Sue wrote Mary a letter
c.Sue wrote a letter
d.Sue...

YOU MAY ALSO FIND THESE DOCUMENTS HELPFUL

...is one activist and the singular verb is has |
|2. |b | |
| | |The subject is to one group of people, so the verb form requires is right |
|3. |a |The subject is plural, vitamins, and the verb must be plural too, "are" is correct. |
| | | |
| | | |
|4. |a | |
| | |The verb became is only used when speaking in the past tense and this is not a past tense |
| | |sentence. |
|5. |a |The verb took is past tense and this sentence is not in past tense. |
| | | |
|6. |b |The sentence says...

...everything became real. He felt the biting wind on his face, the cold creeping into his bones, he heard water running under the bridge and the distant sound of wheels on cobblestone. Mr. Goliadkin Jr. was alive.
Analysis
I chose to write this paper from the perspective of Mr. Goliadkin Jr. The movie Fight Club has a similar theme to this novella, which is where I got the idea. It is my argument that Mr. Goliadkin Jr. isn’t a whole new person, rather a being that came into existence sharing the body with Mr. Goliadkin Sr. I how the story would be different from Mr. Goliadkin Jr.’s perspective. It would be a story of triumph, whereas the original “The Double” was a story of a man losing everything he had. I tried to use a similar writing style that Dostoevsky used. “Our hero” was present a lot in the original “The Double”, and I decided to switch it around to where Mr. Goliadkin Jr. was the one referred to as “our hero”. In my opinion, Mr. Goliadkin Jr. was more deserving of the title anyway.
Most all of the situations present in the book would be radically different from the perspective of Mr. Goliadkin Jr. Even the speech Mr. Goliadkin Sr. gave to his co-workers in the beginning of the novella could be twisted into something embarrassing. I took the most awkward, and embarrassing moment in the book, the scene at Klara Olsufyevna’s ball, and told it from the perspective of Mr. Goliadkin Jr. I wanted to make it seem like everything that...

...same hierarchies or standards.
-interface (public interface Payable{...})
-for unrelated classes (today examples)
-contains only static variables
-contains only abstract method
An interface is not a class. It is an entity that is defined by the word Interface. An interface has no implementation; it only has the signature or in other words, just the definition of the methods without the body. As one of the similarities to Abstract class, it is a contract that is used to define hierarchies for all subclasses or it defines specific set of methods and their arguments. The main difference between them is that a class can implement more than one interface but can only inherit from one abstract class
Similarities
-both does not allow object to be created
-both contain abstract method that must be override
-both exhibit a polymorphic behavior
Feature | Interface | Abstract class |
Multiple inheritance | A class may inherit several interfaces. | A class may inherit only one abstract class. |
Default implementation | An interface cannot provide any code, just the signature. | An abstract class can provide complete, default code and/or just the details that have to be overridden. |
Access Modfiers | An interface cannot have access modifiers for the subs, functions, properties etc everything is assumed as public | An abstract class can contain access modifiers for the subs, functions, properties |
Homogeneity | If various implementations only...

...﻿
Context:
Introduction
The subject rule
Multi-word verbs
Phrasal verbs
Prepositional verbs
Phrasal-prepositional verbs
Multi-word verbs compared to verb + PP combinations
Intransitive verbs
Intransitive vs. causative verbs
Copula constructions
Different phrase types used as complement
Refrences
Verb complementation types
A clause consists basically of the predicate verb and its complements (additional expressions needed to ‘complete’ the sense of the main verb). The relationship between the main verb and its complements reflects the relationship between an action, the participants in the action and various accompanying circumstances: The dog was chasing the cat across the lawn. We can recognise a number of different complementation patterns related to different verb types. Common to these complementation patterns is that they all conform to the subject rule.
The subject rule:
Each finite declarative clause must have a subject, which precedes the predicate verb.
On the basis of the number of complements of a verb (including the subject), we can recognize one-place, two-place etc. verbs. On the basis of the type of complementation, we recognize different types oftransitivity of the verb:
...

...* Used to show habit and existing condition and explain process.
* Used in conditionals and retell stories.
* Used to promote something (as in an advertisement)
Example sentences
* The earth rotates under the sun.
* I always go to mass.
* The land is worn out.
* One man hits another, and then Johnny, the hero comes to the rescue.
* Brand X cleanses the skin like no other soap can.
PAST
* Verb with –d or –ed for regularverbs; verb changed in spelling for irregular verbs.
* Used to indicate an action which is true only in the past.
* Used in conditional sentences to refer to a probable or supposed event
* Used to complement other verbs which are used in the past tense in the sentence.
Example sentences
* The scouts decided to move the trip from May 5 to May 8.
* If you did continue your studies, you might have been a doctor.
* I really thought I could sing well.
* Salvie delivered here report on behaviorism.
* Weisherlock talked about the law of effect.
FUTURE
* Verb with the modal shall or will
* Used to show simple action or condition in the future.
Example sentences
* She will dance in the festival tomorrow.
* He will be in China tomorrow.
* Reynalyn will bring her dog to the veterinary clinic for its regular check up.
* Remie will collaborate with her group mates to prepare...

...﻿COMPOUND PERSONAL PRONOUNS:
NOTES:
1. Reflexive pronouns act as the object of the verb, but they reflect the action back to the subject. These pronouns will always be the same person or thing as the subject.
Ex. She blamed herself for the mishap.
He hurt himself yesterday.
2. Intensive pronouns simply add force or emphasis to a noun or pronoun that is already in the sentence.
Ex. You yourself wrote those words.
I prepared the meal myself.
EXERCISES:
Tell whether the underlined words are reflexive or intensive pronouns.
1. You dressed yourself today, didn't you?
2. He threw himself onto the floor.
3. You yourself must deliver the package.
4. He tried to paint the house himself.
5. Jack and Jill themselves were unable to fetch a pail of water.
6. Sally prettied herself up for the dance.
7. The dirty stray dog constantly scratched itself.
8. Ms. Adel suggest we do the painting ourselves.
9. Nancy, Carrie, Sue and I made the dinner ourselves.
10. Bret let himself down by the rope.
11. The fire burned itself out.
12. I will finish washing the car by myself.
13. We will solve our problems ourselves.
14. Cut yourself a slice of watermelon.
15. We don't weigh ourselves very often.
16. I built and stained these bookcases by myself.
17. Will you two be able to finish the job yourselves?
18. Bridget organized the presentation by herself.
19. Jamie, don't rush yourself.
20. We set up the...

...Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph.
You are now ready to start your conclusion paragraph. Remember that a conclusion paragraph starts by restating the thesis using new words or synonyms. Then it summarizes the controlling ideas from the body paragraphs. This paragraph should move from specific to general and have more than three sentences. Try to make this paragraph five sentences long. End this paragraph by putting your recommendation, suggestion or prediction here.
Things to Remember:
*
* Times New Roman
* Size 12
* US letter
* 1-inch margins
* ½-inch indentation
* Double-spaced
This line represents the margin. If you have correctly formatted your essay, it should fit inside this line.
This line represents the margin. If you have correctly formatted your essay, it should fit inside this line....

...﻿Laina Gray
AP English
11/19/13
Doubles
Tale of Two Cities describes contrasting situations dealing with London and Paris using a technique known as “doubling”. Dickens not only contrasts two ideas but also compares them to one another. This technique gives visual aid on whether something in the story is good or not so good. Contrasting London and Paris, the resemblance between Carton and Darnay, and the way that two opposite things can also be similar are all ways that Dickens uses doubling to convey his story.
Describing the upheaval between London and Paris during the time of the French Revolution, Dickens uses doubles to describe the good and bad of things in the story. Using words like “ worst of times, best of times” infers how things might have been tough but they could also be okay. Drawing contrasts, Dickens describes horrific things happening in London but peaceful things in Paris or vice versa. For example, it was the spring of hope, it was the winter of despair. Contrasting seasons with the cities, Dickens portrays how spring is uplifting and inspiring where as winter is dreadful and depressing.
Aware of the doubling effect, the reader identifies that Dickens set Darnay and Carton up to not only have similar appearances but to also the same choice of affection for one woman, Lucie Manette. Without this effect, Dickens could not have swapped Sydney and Darnay in the ending of...